Exploring the implementation of discipline policy: a case study of three primary schools at Isipingo Circuit.
| dc.contributor.advisor | Bayeni, Sibusiso Douglas. | |
| dc.contributor.author | Nhlapho, Thembinkosi Lennox. | |
| dc.date.accessioned | 2020-04-17T08:15:55Z | |
| dc.date.available | 2020-04-17T08:15:55Z | |
| dc.date.created | 2018 | |
| dc.date.issued | 2018 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | Teachers are at the forefront in ensuring that quality education is achieved and sustained. As such, they are regarded as the main source of information that learners would need to steer their lives forward. In doing that it is expected that they abide by the professional code of conduct. This study sought to explore the School Management Teams’ (SMTs) experiences in the implementation of teacher discipline policy in schools. In exploring this phenomenon, the focus is on the challenges that the SMTs face when implementing teacher discipline policy. This is a qualitative study located in the interpretive paradigm. The studied schools are located in Umlazi Town ship in Durban. In-depth semi-structured interviews constituted the data generating instruments. In this study I used purposive sampling to select the participants. My participants were handpicked on the bases of their experienced with the studied phenomenon. I used content analysis strategy to analyse the data. The study is underpinned by Complexity Leadership Theory (CLT). CLT presents organizations such as schools as complex. Schools are complex because they are populated by humans with self-interests. Having a number of groups with self-interests spark a serious competition and contestations which pose a considerable challenge to those who are at the forefront of the organization. The findings of the study reveal that the SMTs are finding it difficult to implement teacher discipline policies in the three selected schools. Teachers are flouting discipline policies, the principals, SMTs and the DoE are finding it difficult to deal with teachers who are flouting policies. Principals and the SMTs have very limited powers to deal with teachers who are misbehaving because they cannot suspend or expel teachers. Teacher unions tend to dominate teacher disciplinary processes; teachers who are flouting policies are not brought to book. Principals are not well capacitated about all the processes that need to be followed when charging a teacher who has misbehaved. Teachers who are not given a chance to participate in the crafting of the teacher disciplinary policies tend to disregard them. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/18059 | |
| dc.language.iso | en | en_US |
| dc.subject.other | Teacher discipline. | en_US |
| dc.subject.other | School Management Teams. | en_US |
| dc.subject.other | Policy implementation. | en_US |
| dc.subject.other | Complexity Leadership Theory. | en_US |
| dc.title | Exploring the implementation of discipline policy: a case study of three primary schools at Isipingo Circuit. | en_US |
| dc.type | Thesis | en_US |